English Education in Japan

with reference to Primary English

Dr Miyoko Kobayashi, Kumamoto UniversityChantal Hemmi (British Council, Tokyo)

.

I. OVERALL OBJECTIVESTo form the foundation of pupils’ communication abilities through foreignlanguages while developing the understanding of languages and culturesthrough various experiences, fostering a positive attitude towardcommunication, and familiarizing pupils with the sounds and basicexpressions of foreign languages

I. OVERALL OBJECTIVESTo form the foundation of pupils’ communication abilities through foreignlanguages while developing the understanding of languages and culturesthrough various experiences, fostering a positive attitude towardcommunication, and familiarizing pupils with the sounds and basicexpressions of foreign languages

Foreign Language Activities MEXT New Course of Study

II. CONTENT[Grade 5 and Grade 6]1. Instructions should be given on the following items in order to help pupilsactively engage in communication in a foreign language:(1) To experience the joy of communication in the foreign language.(2) To actively listen to and speak in the foreign language.(3) To learn the importance of verbal communication.2. Instructions should be given on the following items in order to deepen theexperiential understanding of the languages and cultures of Japan andforeign countries:(1) To become familiar with the sounds and rhythms of the foreignlanguage, to learn its differences from the Japanese language, and to beaware of the interesting aspects of language and its richness.(2) To learn the differences in ways of living, customs and events betweenJapan and foreign countries and to be aware of various points of viewand ways of thinking.(3) To experience communication with people of different cultures and todeepen the understanding of culture.

Junior Highschool

Emphasis on communication for years 1-3

• Through a foreign language deepen one’s knowledge about foreign languages and cultures and communicate actively.

• 外国語を通じて，言語や文化に対する理解を深め，積極的にコミュニケーションを図ろうとする態度の育成を図り，情報や考えなどを的確に理解したり適切に伝えたりするコミュニケーション能力を養う。

High school

• Goto Butler, Y. (2007). Foreign language education at elementary

schools in Japan: Searching for solutions amidst growing diversification

Current issues in language planning 8,(1), 1-19.

The historical and social background of English Education in

Japan• Alternating importance of learning English

for practical purposes and learning English as an academic subject

• Modern foreign language education in Japan began with the Meiji Restoration in 1868

• Role of education to advance modernisation, frequently interpreted to be Westernisation

Higher education offered through foreign languages

• Arinori Mori the first minister of education emphasised the economic power of English speaking nations and the need for Japanese to acquire English in order to maintain Japan’s sovreignty (Mori, 1873 cited in Suzuki, 2002)

Higher education offered in Japanese

• The victories of the Sino-Japanese War (1894-1895) and the Russo-Japan War (1904-1905)

• The rise of nationalism led to a renewed emphasis on Japanese language education

• Slogan: ‘Education in Japan in Japanese’• Overall intelligence measured through grammar

and vocabulary learning and translation exercises using English

• English viewed as the language of Japan’s enemies- English education: period of neglect until the end of World War II

‘English boom’

• Need for a practical command of English to communicate with US occupation forces

• Japanese educational system re-established as 6-3-3-4 system

Economic revitalisation

• English recognised again as an academic subject

• Grammar-translation dominated English education

Concern over exam-based English

• Not preparing Japan to fully compete in international business and technological innovation

• Kokusaika (internationalisation), simply a reflection of Japan’s efforts to assimilate Western ideas while maintaining and promoting ‘Japaneseness’ / Japan’s distinct national identity (Kubota, 2002)

Two conflicting claims for English at elementary schools

• 1. The study of English for practical purposes versus the study of English as an academic pursuit

• 2. Assimilation with the world outside Japan while at the same time trying to maintain a distinct Japanese identity (Kokusaika)

• Opponents of EES argue that elementary schools students should focus on Japanese language education

Introduction of EES

• New course of study in 1998 (implemented in 2002) allowed individual schools to introduce foreign language activities of their own choosing as a part of ‘international understanding’

• MEXT introduced resource manual, Practical handbook for elementary school English activities

• Many of the practices formulated at local level

Action plan to cultivate Japanese with English abilities

• Efforts by the central government fell short of meeting local governments

• Local governments aggressively hired native speakers as ALT’s

• Local governments started their own English language curricula

• Ohta City established an English-Japanese immersion school

• Kanazawa City introduced partial English-Japanese immersion instruction

Korea Taiwan JapanGovernment involvement

Centralised system led by government

Guidelines given by government Autonomy within a framework is given to local schools

Local boards of educationChoices within schools

Implementation of programme

Compulsory subject Compulsory subject Introduced under General Studies with the aim of facilitating international understanding

Aims To encourage interest in English

To develop basic communication skills in English

To develop basic communication skills in EnglishTo encourage interest in EnglishTo facilitate interest in culture and customs of own and foreign countries

To develop understanding of other culturesTo facilitate interest in own self and own countryTo develop basic communication skills in foreign language

Comparison chart based on Goto Butler (2005) survey

Korea Taiwan JapanGrades in which English is introduced

Years 3-6 Years 3-6Some schools from Year 1

Years 3-6Some schools from Year 1

Hours taught per year(2003)

Years 3 and 4: 34hrsYears 5 and 6: 78hrs

78 hours Within 105-110 hours of General Studies subject

Textbook Materials approved by the MOEOne textbook per Year with CD’s or tapes

Materials approved by the MOEOne textbook per YearSchools allowed to choose the textbook

No textbookEigo Notes being developed

Comparison chart based on Goto Butler (2005) survey

Korea Taiwan JapanTeachers Mainly homeroom teachers

Some special subject teachersSome foreign teachersPlans to employ more

Mainly homeroom teachersSome special subject teachersSome foreign teachersPlans to employ more

Mainly homeroom teachersTeam teaching is encouragedALT’S

Teacher education 120 hours of input Local education boardPrivate sectorUniversitiesVarious kinds of input

Various but not compulsory

Language of instruction Compulsory to teach all in English once a week

English is encouraged as a language of instruction

Not defined

Comparison chart based on Goto Butler (2005) survey continued

A Survey with Primary School Teachers in Japan

Dr Miyoko KobayashiKanda University of International Studies

3.17

3.22

3.28

2.29

2.74

0 1 2 3 4

To develop practical English skills

To raise language awareness

To cultivate general communication skills

To deepen the understanding of other cultures and values

To promote interest in foreign language learning

What do you think is the main purpose of primary ELT?

No answer2 (0.5%)

No 93 (22.2%)

Yes 323 (77.3%)

Do you currently teach English?（ N=418）

38 (9.1%)

53 (12.7%)

26 (6.2%)

117 (27.9%)80 (19.1%)101 (24.2%)3 (0.7%)

0 50 100 150 200 250 300 350

No answer

More than 10 years

Less than 10 years

No experience

Less than 1 year

1-3 years

3-5 years

5-10 years

How long have you been involved in ELT? （ N=416）

19 (59.4%)

45 (55.6%)

1 (2.4%)

23 (13.7%)

9 (28.1%)

25 (30.9%)

18 (42.9%)

19(11.3%)

2 (6.3%)

1 (1.2%)

14 (33.3%)

79 (47.0%)

2 (6.3%)

35 (20.8%)

10 (12.3%)

3(7.1%)

6 (3.6%)

6 (14.3%)

6 (3.6%)

0% 20% 40% 60% 80% 100%

Regular school

Hub school

Special district

Pilot school

More than 3 times a week Once or twice a week More than once a month

Every 2, 3 months Every six months other

How often do you teach English?(by school type) （ N=323）

30（9.6%）

45（14.5%）

58（18.6%）

178（57.2%）

0 50 100 150 200

More than 2 credit hour

1-2 credit hour

1 credit hour

Less than 1 credit hour

Time spent for English activity in a week (net amount per week) （ N=311）

15.6%

12.5% 53.8%

59.4%

30.0%

54.8%

80.3% 14.6%

40.5%

25.0%

1.3%

3.8%

3.8%

4.8%

0% 20% 40% 60% 80% 100%

Regular school

Hub school

Special district

Pilot school

Less than 1 credit hour 1 credit hour

1-2 credit hour More than 2 credit hour

Time spent for English activity (net)sorted by school type （ N=311）

CEFR Level CEFR This study Description for the level

BasicUser

A10.5 1 Can understand and use very basic formulaic

expressions.

1 2Can speak about yourself with basic English sentences, and can understand the similar information if spoken slowly.

A2 2 3 Can communicate in a simple task requiring a simple and direct exchange of information.

Independent User

B1 3 4Can understand the main point on familiar matters regularly encountered in work and school. Can enter into conversation on the similar topics.

B2 4 5Can understand extended speech and lectures. Can take an active part in discussion in a familiar context.

ProficientUser

C1 56

Can understand any kind of spoken language, can use language flexibly and effectively for social and professional purposes.C2 6

Reference level descriptors used for the survey: oral interaction

What level of English proficiency do you think is desired for teaching English?

（ N of respondents）

ListeningSpeaking

Reading Writing Vocabulary

For solo teaching 2.23 (401) 2.15 (400) 2.08 (399) 2.54 (401)For team teaching 1.91 (401) 1.82 (403) 1.77 (399) 2.05 (401)Self-assessed current level 1.44 (401) 1.60 (403) 1.47 (402) 1.59 (403)